This study investigated the relationship between listening comprehension and reading comprehension to determine if environmental factors might be contributing to a possible change in the equalization age for these two comprehension modalities from what was theorized by Thomas Sticht. The study employed a counterbalanced design to measure the listening and reading comprehension of 223 fourth, 347 sixth, and 368 eighth grade students. The authors administered the Reading Comprehension sub-test of the Gates-MacGinitie Reading Test Fourth Edition to measure both reading and listening comprehension. Mean reading scores significantly exceeded mean listening scores at grades 4, 6, and 8. In addition, the results indicate a significant relationship between listening comprehension and proficient reading. The potential influence of environmental factors on the reading/listening relationship is discussed.